Curriculum and Instruction

Yoly McCarthyInstructional Supervisor

Dane JaberScience Curriculum Support

Specialist

Department of Mathematics and Science

Session Outcomes

• Participants will be able to:– Incorporate M-DCPS instructional

resources to support science teaching and learning

– Identify how M-DCPS integrates Mathematics and Language Arts Florida Standards for effective science teaching and learning

– Plan for Inquiry in science

• AM• Welcome• Updates• Florida Standards• Discovery Education• PM• Future City• Pushing Inquiry• Dream in Green• Reflections: Back to the Future

AGENDA

NORMS

• Lift expectations• Everyone is a learner• Ask questions and actively participate• Reserve judgment • Network responsibly

Opening Moves

“Auto-Pictorial” Activity • Make name tents with a drawing that

represents you as an individual.

Curriculum and Instruction

Curriculum and Instruction

Curriculum and Instruction

M/J COMPREHENSIVE SCIENCE 3 COURSE CODE: 200210001

1ST Nine Weeks 2nd Nine Weeks 3rd Nine Weeks 4th Nine Weeks 

UNIT 1: THE PRACTICE OF SCIENCEI. The Practice of Science in Matter (SC.8.N.1.1;

SC.8.N.1.2; SC.8.N.1.4; SC.8.N.1.5; SC.8.N.1.6)A. Methods in Science -Studying MatterB. Scientific Processes – Studying Matter

UNIT 2:  MATTER

 I. Properties of Matter (SC.8.P.8.4; SC.8.P.8.2;

SC.8.P.8.3; SC.8.N.1.1; SC.8.N.1.2; SC.8.N.1.6)A. Properties of MatterB. Review of Gravitational ForceC. Weight versus Mass D. Ways to Measure Matter

II. Changes in Matter (SC.8.P.8.1; SC.8.P.9.1; SC.8.P.9.2; SC.8.P.9.3; SC.8.N.1.1; SC.8.N.1.2)

A. Particulate Nature of MatterB. Physical ChangesC. Chemical ChangesD. Law of Conservation of MassE. Temperature’s Influence on Chemical Changes

UNIT 3: ATOMS AND THE PERIODIC TABLE 

I. Atoms (SC.8.P.8.7; SC.8.P.8.1; SC.8.N.1.4; SC.8.N.3.2; LAFS.68.WHST.1.2; LAFS.68.WHST.3.9)

A. Atomic Theory- Scientific TheoriesB. Motion of Particles in States of MatterC. Modifications to Atomic Models I. Elements and the Periodic Table (SC.8.P.8.6;

SC.8.N.1.1; SC.8.N.1.4; SC.8.N.1.6; SC.8.N.3.2)A. Periodic Table

 

I. Combining Atoms (SC.8.P.8.5; SC.8.P.8.9;

SC.8.N.1.1; SC.8.N.1.6; LAFS.68.RST.4.10; LAFS.68.WHST.1.2)

A. CompoundsB. Pure Substances and MixturesC. Solutions

UNIT 4: CYCLING OF MATTER

 I. Photosynthesis and Cellular Respiration

(SC.8.L.18.1; SC.L.18.2; SC.L.18.4; SC.8.N.1.1; SC.8. P.8.5)

A. Cell Structure OverviewB. Photosynthesis C. Cell RespirationD. Law of Conservation of Mass and EnergyI. Cycles of Matter (SC.8.L.18.3;

SC.8.L.18.4; SC.8.N.1.1; SC.8.P.8.5; LAFS.68.RST.3.7)

A. Overview of Cycles in NatureB. Carbon Cycle C. Conservation of Matter and Energy

UNIT 5: THE UNIVERSE

 I. Objects in the Universe (SC.8.E.5.2;

SC.8.E.5.1; SC.8.E.5.3; SC.8.E.5.4; SC.8.E.5.10; LAFS.68.RST.2.44)

A. Objects in SpaceB. Distances in SpaceC. Law of Universal Gravitation and the

Formation of Stars 

I. Stars and the Sun (SC.8.E.5.5;

SC.8.E.5.6; SC.8.E.5.11; LAFS.68.RST.3; MAFS8F.2.5)

A. Properties of StarsB. H-R Diagrams C. Electromagnetic Spectrum D. The Sun’s Characteristics

UNIT 6: OUR SOLAR SYSTEM

 II. Objects in our Solar System (SC.8.E.5.8;

SC.8.E.5.7; SC.8.E.5.3; SC.8.E.5.4; SC.8.N.1.3; SC.8.N.3.2)

A. Models of the Solar SystemsB. Earth’s PropertiesC. Properties of Sun, Planets, and Moons

Compared to Earth I. The Sun, Earth, and Moon System

(SC.8.E.5.9; SC.8.N.1.6; LAFS.68.RST.3.7; LAFS.68.RST.4.10)

A. Earth in SpaceB. Sun’s Impact on EarthC. Moon’s Impact on EarthD. Sun and Moon’s Combined Impact on

Earth

I. Review Annually Assessed Benchmarks (Fair Game and non-embeddable benchmarks based on most current data)

I. Review Annually Assessed Benchmarks (Fair Game and non-embeddable benchmarks based on most current data)

UNIT 7: HUMAN GROWTH AND 

DEVELOPMENT

II. Human Regulation and Reproduction (HE.8.C.1.7; HE.8.C.1.8; HE.8.C.2.7; HE.8.C.2.8; HE.8.C.2.9; HE.B.3.1; HE.B.3.6; HE.B.3.7; HE.8.P.1.1; HE.8.P.1.2; HE.8P.1.3)

A. Endocrine SystemB. Reproductive SystemC. Human Life StagesD. Planning for Marriage and

ParenthoodE. Abstinence F. Sexually Transmitted DiseaseG. HIV/AIDS

III. Substance Abuse - Personal Health Relationships (HE.8.P.1.1; HE.8.B.3.4; HE.8.B.3.7; HE.8.B.2.1; HE.8.C.2.2; HE.8.C.2.7; HE.8.C.1.1; HE.8.C.1.5)

A. Family and PeersB. Substance Abuse PreventionC. Peer PressureD. CommunicationE. Personal HealthF. Personal Health in the Work

Place (NIOSH)

Pacing Guide Updates

Florida StandardsBYOD Link

Pacing Guide Updates

Links by standard

Introduce the FL Standards- “Can you use FL Standards in a Science Classroom?”

Beginning with the end in Mind: Micro-labs

Introduce the FL Standards- “Can you use FL Standards in a Science Classroom?”

Pre-Reading: Using FL Standards document; review standards expected to be seen in middle school science classroom.

Rounds using FL standards document: (1 minute per question, per person)• What are Florida Standards and how are they infused into science

instruction?• What types of science activities lend themselves to Florida standards

infusion?• What kind of student product(s) is evidence of Florida standards through

science?

Florida Standards Review:

1. From the discussion in your micro-labs, brainstorm what activities you see in science classrooms that fulfill the specific Florida standards posted.-Write these activities on yellow sticky notes in your group (one per note)2. Now brainstorm activities that are not currently seen in science classrooms but that can be done to fulfill the specific Florida standards posted.-Write these activities on pink sticky notes in your group (one per note)

Whole Group Reflection:“Which FL standards are addressed more in science instruction than others?”

LUNCH

•    You have 60 minutes. Please be prompt

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• Rodigo Rodriguez, PE, Project Manager, Stantec

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Inquiry in Science: What does effective science instruction

look like?

What is Inquiry?

Inquiry is a multifaceted activity that involves:– making observations; – posing questions; – examining books and other sources of information to see what is

already known; – planning investigations;– reviewing what is already known in light of experimental evidence;– using tools to gather, analyze,– and interpret data; proposing answers, explanations, and predictions;

and communicating the results.

Inquiry requires identification of assumptions, use of critical and logical thinking, and consideration of alternative explanations. (NRC, 1996, p 23)

Inquiry-based learning in practice:

• …it is not a program of study, not a scheme of work, or a curriculum model. What learning through inquiry means in practice can vary from the month-long series of activities, which develop into a year-long engagement of students in studying a vernal pond, described by Rankin (1999), to short investigations that might fit into the span of one or two lessons. Different modes of implementation ‘are not only inevitable but also desirable because they will paint a rich picture of meaningful learning in diverse situations. (link to differentiated instruction)

• Multiple modes of inquiry teaching and learning will invite teachers to engage in participating in inquiry in ways that match their own beliefs and teaching styles’.

(Keys and Bryan, 2001, 632)

Science Department Website Overview

Division of Mathematics and Science

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STEM Competitions

• STEM Expo 02/07/2015 Miami Dade North College

• Includes the regional Science Fair and SECME Olympiad

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Department Chair General Information

Science Leaders HandbookSafety HandbookGuideline Use of Animals

Reflection: Back to the Future

What are you trying to accomplish this year?

Project into the future – What will it look like once you have accomplished your year’s goal?

From the future – Explain the steps taken to get there.

On Your Way Out…: “One Word”

Provide one word as feedback to describe what you learned

today

Slip

Resources

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Curriculum and Instruction

Science DepartmentDr. Ava Rosales,

Executive Director

Elementary Middle School High School

Dr. Millard LightburnInstructional Supervisor

Ms. Yoly McCarthyInstructional Supervisor

Mr. Sebastian Oddone Instructional Supervisor

Ms. Mary Tweedy Curriculum Support

Specialist

Mr. Dane JaberCurriculum Support

Specialist

Ms. Ana Fenton Curriculum Support

Specialist

Ms. Mildred Farber District Administrative Assistant

Phone: 305- 995-1939